Numa Markee is Associate Professor in the Department of Linguistics at the University of Illinois at Urbana-Champaign, USA. He is an English Language Specialist for the US Department of State and author of Managing Curricular Innovation (1997) and Conversation Analysis (2000).

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• Notes on Contributors xAcknowledgements xviPart I Preliminary Matters 11 Introduction: Classroom Discourse and Interaction Research 3 Numa MarkeePart II Research Methodologies and Assessment 21Overview of the Research Methodologies and Assessment Section 23Numa Markee2 Developing a Multi‐faceted Research Process: An Ethnographic Perspective for Reading Across Traditions 26Judith L. Green, Maria Lúcia Castanheira, Audra Skukauskaite, and John W. Hammond3 Understanding Classroom Discourse and Interaction: Qualitative Perspectives 44Audra Skukauskaite, Jessica Rangel, Lisa Garcia Rodriguez, and Denise Krohn Ramón4 Experimental Perspectives on Classroom Interaction 60Mike Long5 Shifting Trends in the Assessment of Classroom Interaction 74Marta AntónPart III The Educational Tradition 91Overview of the Educational Tradition 93Numa Markee6 Discourse and Learning in Contexts of Educational Interaction 96Carl H. Frederiksen and Janet Donin7 Can Neo‐Marxian and Poststructural Theories in Education Inform Each Other? Using Genre Approaches to Bridge the Gap 115Ross Collin and Michael W. Apple8 The Role of Talk in Group‐based Activity in Classrooms 128David Bloome9 The Sequential Analysis of Instruction 142Oskar Lindwall, Gustav Lymer, and Christian GreiffenhagenPart IV The Cognitive Interactionist Tradition 159Overview of the Cognitive Interactionist Tradition 161Numa Markee10 The Role of Tasks as Vehicles for Language Learning in Classroom Interaction 163YouJin Kim11 Comprehensible Input and Output in Classroom Interaction 182Susan M. Gass12 An Interactionist Approach to Learner–learner Interaction in Second and Foreign Language Classrooms 198Melissa A. Bowles and Rebecca J. Adams13 The Relative Effectiveness of Corrective Feedback in Classroom Interaction 213Roy LysterPart V The Sociocultural Theory Tradition 229Overview of the Sociocultural Theory Tradition 231Numa Markee14 From Interaction to Intra‐action: The Internalization of Talk, Gesture, and Concepts in the Second Language Classroom 233Eduardo Negueruela‐Azarola, Próspero N. García, and Kimberly Buescher15 Classroom Discourse and Interaction in the Zone of Proximal Development 250Holbrook Mahn16 The Emergence of Sociolinguistic Competence in L2 Classroom Interaction 265Rémi A. van Compernolle17 Sociocultural Approaches to Expert–novice Relationships in SecondLanguage Interaction 281Steven L. Thorne and John HellermannPart VI The Language Socialization Tradition 299Overview of the Language Socialization Tradition 301Numa Markee18 Literacy, Creativity, and Continuity: A Language Socialization Perspective on Heritage Language Classroom Interaction 304Agnes Weiyun He19 Language Socialization Across Learning Spaces 319Jin Sook Lee and Mary Bucholtz20 Academic Language and Literacy Socialization for Second Language Students 337Patricia A. Duff and Tim Anderson21 A Language Socialization Perspective on Identity Work of ESL Youth in a Superdiverse High School Classroom 353Steven TalmyPart VII The Conversation Analysis Tradition 369Overview of the Conversation Analysis Tradition 371Numa Markee22 L2 Classroom Interaction as a Complex Adaptive System 373Paul Seedhouse23 Conversation‐for‐Learning: Institutional Talk Beyond the Classroom 390Gabriele Kasper and Younhee Kim24 Documenting Change Across Time: Longitudinal and Cross‐sectional CA Studies of Classroom Interaction 409Simona Pekarek Doehler and Virginie Fasel Lauzon25 CA‐for‐SLA Studies of Classroom Interaction: Quo Vadis? 425Numa Markee and Silvia KunitzPart VIII The Critical Theory Tradition 441Overview of the Critical Theory Tradition 443Numa Markee26 Multilingual Classroom Discourse as a Window on Wider Social, Political and Ideological Processes: Critical Ethnographic Approaches 446Marilyn Martin‐Jones27 Power, Resistance and Second Language Learning 461Elizabeth R. Miller28 Seeing ‘Language and Development’ Play out in Classroom Interaction 475Roslyn Appleby29 The Social Construction of Inequality in and through Interaction in Multilingual Classrooms 490Luisa Martín RojoPart IX Final Words 50730 Where Does Research on Classroom Discourse and Interaction Go From Here? 509Numa MarkeeAppendix Transcription Conventions in Conversation Analysis 527Index 529

Numa Markee is Associate Professor in the Department of Linguistics at the University of Illinois at Urbana-Champaign, USA. He is an English Language Specialist for the US Department of State and author of Managing Curricular Innovation (1997) and Conversation Analysis (2000).

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• Notes on Contributors xAcknowledgements xviPart I Preliminary Matters 11 Introduction: Classroom Discourse and Interaction Research 3 Numa MarkeePart II Research Methodologies and Assessment 21Overview of the Research Methodologies and Assessment Section 23Numa Markee2 Developing a Multi‐faceted Research Process: An Ethnographic Perspective for Reading Across Traditions 26Judith L. Green, Maria Lúcia Castanheira, Audra Skukauskaite, and John W. Hammond3 Understanding Classroom Discourse and Interaction: Qualitative Perspectives 44Audra Skukauskaite, Jessica Rangel, Lisa Garcia Rodriguez, and Denise Krohn Ramón4 Experimental Perspectives on Classroom Interaction 60Mike Long5 Shifting Trends in the Assessment of Classroom Interaction 74Marta AntónPart III The Educational Tradition 91Overview of the Educational Tradition 93Numa Markee6 Discourse and Learning in Contexts of Educational Interaction 96Carl H. Frederiksen and Janet Donin7 Can Neo‐Marxian and Poststructural Theories in Education Inform Each Other? Using Genre Approaches to Bridge the Gap 115Ross Collin and Michael W. Apple8 The Role of Talk in Group‐based Activity in Classrooms 128David Bloome9 The Sequential Analysis of Instruction 142Oskar Lindwall, Gustav Lymer, and Christian GreiffenhagenPart IV The Cognitive Interactionist Tradition 159Overview of the Cognitive Interactionist Tradition 161Numa Markee10 The Role of Tasks as Vehicles for Language Learning in Classroom Interaction 163YouJin Kim11 Comprehensible Input and Output in Classroom Interaction 182Susan M. Gass12 An Interactionist Approach to Learner–learner Interaction in Second and Foreign Language Classrooms 198Melissa A. Bowles and Rebecca J. Adams13 The Relative Effectiveness of Corrective Feedback in Classroom Interaction 213Roy LysterPart V The Sociocultural Theory Tradition 229Overview of the Sociocultural Theory Tradition 231Numa Markee14 From Interaction to Intra‐action: The Internalization of Talk, Gesture, and Concepts in the Second Language Classroom 233Eduardo Negueruela‐Azarola, Próspero N. García, and Kimberly Buescher15 Classroom Discourse and Interaction in the Zone of Proximal Development 250Holbrook Mahn16 The Emergence of Sociolinguistic Competence in L2 Classroom Interaction 265Rémi A. van Compernolle17 Sociocultural Approaches to Expert–novice Relationships in SecondLanguage Interaction 281Steven L. Thorne and John HellermannPart VI The Language Socialization Tradition 299Overview of the Language Socialization Tradition 301Numa Markee18 Literacy, Creativity, and Continuity: A Language Socialization Perspective on Heritage Language Classroom Interaction 304Agnes Weiyun He19 Language Socialization Across Learning Spaces 319Jin Sook Lee and Mary Bucholtz20 Academic Language and Literacy Socialization for Second Language Students 337Patricia A. Duff and Tim Anderson21 A Language Socialization Perspective on Identity Work of ESL Youth in a Superdiverse High School Classroom 353Steven TalmyPart VII The Conversation Analysis Tradition 369Overview of the Conversation Analysis Tradition 371Numa Markee22 L2 Classroom Interaction as a Complex Adaptive System 373Paul Seedhouse23 Conversation‐for‐Learning: Institutional Talk Beyond the Classroom 390Gabriele Kasper and Younhee Kim24 Documenting Change Across Time: Longitudinal and Cross‐sectional CA Studies of Classroom Interaction 409Simona Pekarek Doehler and Virginie Fasel Lauzon25 CA‐for‐SLA Studies of Classroom Interaction: Quo Vadis? 425Numa Markee and Silvia KunitzPart VIII The Critical Theory Tradition 441Overview of the Critical Theory Tradition 443Numa Markee26 Multilingual Classroom Discourse as a Window on Wider Social, Political and Ideological Processes: Critical Ethnographic Approaches 446Marilyn Martin‐Jones27 Power, Resistance and Second Language Learning 461Elizabeth R. Miller28 Seeing ‘Language and Development’ Play out in Classroom Interaction 475Roslyn Appleby29 The Social Construction of Inequality in and through Interaction in Multilingual Classrooms 490Luisa Martín RojoPart IX Final Words 50730 Where Does Research on Classroom Discourse and Interaction Go From Here? 509Numa MarkeeAppendix Transcription Conventions in Conversation Analysis 527Index 529

Numa Markee is Associate Professor in the Department of Linguistics at the University of Illinois at Urbana-Champaign, USA. He is an English Language Specialist for the US Department of State and author of Managing Curricular Innovation (1997) and Conversation Analysis (2000).

Select Guide Rating

• Notes on Contributors xAcknowledgements xviPart I Preliminary Matters 11 Introduction: Classroom Discourse and Interaction Research 3 Numa MarkeePart II Research Methodologies and Assessment 21Overview of the Research Methodologies and Assessment Section 23Numa Markee2 Developing a Multi‐faceted Research Process: An Ethnographic Perspective for Reading Across Traditions 26Judith L. Green, Maria Lúcia Castanheira, Audra Skukauskaite, and John W. Hammond3 Understanding Classroom Discourse and Interaction: Qualitative Perspectives 44Audra Skukauskaite, Jessica Rangel, Lisa Garcia Rodriguez, and Denise Krohn Ramón4 Experimental Perspectives on Classroom Interaction 60Mike Long5 Shifting Trends in the Assessment of Classroom Interaction 74Marta AntónPart III The Educational Tradition 91Overview of the Educational Tradition 93Numa Markee6 Discourse and Learning in Contexts of Educational Interaction 96Carl H. Frederiksen and Janet Donin7 Can Neo‐Marxian and Poststructural Theories in Education Inform Each Other? Using Genre Approaches to Bridge the Gap 115Ross Collin and Michael W. Apple8 The Role of Talk in Group‐based Activity in Classrooms 128David Bloome9 The Sequential Analysis of Instruction 142Oskar Lindwall, Gustav Lymer, and Christian GreiffenhagenPart IV The Cognitive Interactionist Tradition 159Overview of the Cognitive Interactionist Tradition 161Numa Markee10 The Role of Tasks as Vehicles for Language Learning in Classroom Interaction 163YouJin Kim11 Comprehensible Input and Output in Classroom Interaction 182Susan M. Gass12 An Interactionist Approach to Learner–learner Interaction in Second and Foreign Language Classrooms 198Melissa A. Bowles and Rebecca J. Adams13 The Relative Effectiveness of Corrective Feedback in Classroom Interaction 213Roy LysterPart V The Sociocultural Theory Tradition 229Overview of the Sociocultural Theory Tradition 231Numa Markee14 From Interaction to Intra‐action: The Internalization of Talk, Gesture, and Concepts in the Second Language Classroom 233Eduardo Negueruela‐Azarola, Próspero N. García, and Kimberly Buescher15 Classroom Discourse and Interaction in the Zone of Proximal Development 250Holbrook Mahn16 The Emergence of Sociolinguistic Competence in L2 Classroom Interaction 265Rémi A. van Compernolle17 Sociocultural Approaches to Expert–novice Relationships in SecondLanguage Interaction 281Steven L. Thorne and John HellermannPart VI The Language Socialization Tradition 299Overview of the Language Socialization Tradition 301Numa Markee18 Literacy, Creativity, and Continuity: A Language Socialization Perspective on Heritage Language Classroom Interaction 304Agnes Weiyun He19 Language Socialization Across Learning Spaces 319Jin Sook Lee and Mary Bucholtz20 Academic Language and Literacy Socialization for Second Language Students 337Patricia A. Duff and Tim Anderson21 A Language Socialization Perspective on Identity Work of ESL Youth in a Superdiverse High School Classroom 353Steven TalmyPart VII The Conversation Analysis Tradition 369Overview of the Conversation Analysis Tradition 371Numa Markee22 L2 Classroom Interaction as a Complex Adaptive System 373Paul Seedhouse23 Conversation‐for‐Learning: Institutional Talk Beyond the Classroom 390Gabriele Kasper and Younhee Kim24 Documenting Change Across Time: Longitudinal and Cross‐sectional CA Studies of Classroom Interaction 409Simona Pekarek Doehler and Virginie Fasel Lauzon25 CA‐for‐SLA Studies of Classroom Interaction: Quo Vadis? 425Numa Markee and Silvia KunitzPart VIII The Critical Theory Tradition 441Overview of the Critical Theory Tradition 443Numa Markee26 Multilingual Classroom Discourse as a Window on Wider Social, Political and Ideological Processes: Critical Ethnographic Approaches 446Marilyn Martin‐Jones27 Power, Resistance and Second Language Learning 461Elizabeth R. Miller28 Seeing ‘Language and Development’ Play out in Classroom Interaction 475Roslyn Appleby29 The Social Construction of Inequality in and through Interaction in Multilingual Classrooms 490Luisa Martín RojoPart IX Final Words 50730 Where Does Research on Classroom Discourse and Interaction Go From Here? 509Numa MarkeeAppendix Transcription Conventions in Conversation Analysis 527Index 529